Stage 2 English Studies
Assessment Type 3: Text Production
Student Response
Comfort Food
There was a soft jingle as her entrance disturbed the bell on the café door. The sense of familiarity that
the gentle sound provoked was enough to tug at the corners of her smile. Gary acknowledged her with a
friendly nod as she approached the counter.
"Same again?" he inquired, though he already knew the answer; Blake ordered the same thing
every day. After handing over the appropriate coinage, Blake took her usual seat in the back corner. On
every other day, the warm, quiet atmosphere would have worked its wonders and Blake would submit to
contentment. However, her apparent predictability was beginning to make her feel uncomfortable.
Blake had wandered tentatively into the café when she first arrived in Melbourne, not quite sure what to
expect. She had been relieved to find it had a pleasant atmosphere, such a contrast to the busy,
unfamiliar streets. Everything in the city was new, overwhelming. The decision to move had been dictated
by the availability of a university course and the colossal uprooting was in no way ideal for Blake. Always
shy and cautious, Blake clung to routine like she had clung to the walls at school dances. Too afraid to get
lost in the music but wishing ever so secretly that someone would ask her to dance. Moving to Melbourne
was supposed to be a springboard for a new Blake, a social butterfly with places to go and people to
meet. For the first time in her life, Blake was determined to explore, to experience new things. She
promised herself that she would never eat at the same place twice. It had just been too easy to let herself
down.
On her first visit to the café, Blake had been looking up at the menu on the wall, trying to find something
appetising that wasn't too risky, and had been caught off guard when the young man behind the counter
had asked for her order. Perhaps she would have been able to regain some dignity if it weren't for the
alluring combination his deep, brown eyes and high, prominent cheekbones. Flustered, Blake had
blurted out the first item on the menu that jumped out at her: a small chicken Caesar salad. It wasn't
quite what she would have ordered had she been given ample time to peruse the menu, but it was nice.
Would she order it again? Probably not, but she hadn't planned on returning to the café anyway.
It had been raining heavily the next day. Too wet for exploring, she had confirmed from beneath a
dawdling stranger's umbrella. Feeling a little guilty, Blake decided to allow herself to double up on lunch
venues just this once. The next day it was for sheer convenience and the day after that she was just too
tired. Each day the quality of Blake's excuses plummeted and eventually her trips to the café were
routine. Just the thing she had been trying to avoid. Not only was she eating at the same place every
day, but she was ordering the same meal. Was she really that desperate for routine? Somehow Blake
had managed to arrange her life around the stability she associated with a small chicken Caesar salad
for lunch every day.
The café had become the centre of her comfort zone, her personal retreat. Everything from the faded
paisley fabric on the old chairs to the large pot plant placed strategically over the huge coffee stain by the
window was deliciously familiar to her now. Although it wasn't quite what she had planned, it was nice to
have a place to go and comforting to have a routine. The chicken Caesar salad was perhaps excessive,
but it was easier this way. Maybe one day Blake would step out into the unknown and try the spicy
pumpkin soup, the roast capsicum and eggplant focaccia or even the wild mushroom risotto. Her eyes
always hovered over the wild mushroom risotto. It sounded exotic, exciting. Yet her mouth would act of
its own accord and sound out the syllables it already knew: chicken Caesar salad.
Consumed by idle thoughts and regrets, Blake had been paying no attention to her surroundings. It was
busier than usual, and she guessed that this was why her salad was taking so long. She glanced across
at Gary, who was focussed on his cooking as usual. When Gary was working hard his left eyebrow crept
slowly up into his hairline. Blake doubted he was aware of his eyebrow's shenanigans, which made it all
the more endearing. He really was quite lovely. They hadn't spoken much; he was always working when
Blake saw him. Even more disappointing than her lack of exploration in Melbourne was the fact that she
hadn't made any friends. It would be nice to get to know Gary better.
Page 1 of 4
Stage 2 English Studies student response
Ref: A208849 (August 2012)
© SACE Board of South Australia 2012
At that moment, Gary looked up from his work, straight into Blake's eyes. He smiled. She had been
staring at him too long for a reasonable explanation. Gary winked at her before returning his attention to
cooking. Completely mortified, Blake turned away hastily as her cheeks began to burn. Why had she
been staring at him like that? What would he think now? Blake buried her face in her hands and
slumped down on the table with a sigh.
Soon enough, Blake heard footsteps. Her stomach began twisting and flipping madly. With extreme
effort she contorted her face into a somewhat casual expression and leaned back in her chair. Gary
appeared at her side. His friendly grin was nothing out of the ordinary, but there was something else in
his eyes. A trace of laughter? He placed her food gently down on the table.
"Trust me, you'll love it," he said before walking back to the kitchen. Blake stared after him,
utterly confused. She slowly looked down at the table. There, shrouded in curls of steam, was a bowl of
wild mushroom risotto. It looked beautiful. The divine scent filled her nostrils, and she noticed hints of
lemongrass and parmesan. Wonderful. Blake peered across the room at the kitchen. Gary was
watching her from behind the counter. He grinned and motioned for her to begin. Blake grinned back,
then plunged her fork into the risotto. As soon as it entered her mouth, the flavours danced across her
palette. The most overpowering flavour of all, was freedom.
This text production is illustrative of an A- grade.
Comments:
KU1 Knowledge and understanding of authors’ use of stylistic features and language techniques to communicate ideas and
influence the reader’s response.
There is a mix of short and complex sentences to establish and maintain the ‘mood’ of the narrative.
Opening paragraph establishes a mood of calm – ‘soft jingle and ‘gentle sound’.
Character of Blake established in a sympathetic way – she is portrayed as a quiet and unassuming individual. This
encourages the reader to identify with the situation which Blake faces.
KU3 Knowledge and understanding of the textual conventions of different text types.
A range of the textual conventions of the narrative form used throughout the piece; conventions such as skillfully
establishing character and presenting rich descriptions of the café. In addition, there is limited use of direct speech.
Rhetorical questions are used to progress the narrative.
There is use of structural conventions of the narrative with a clear narrative arc leading to a resolution.
Ap1 Use of language skills and techniques to create coherent texts that address the meaning and intention of the task.
Ap4 Use of textual, structural, and conventional features of selected text types and forms of presentation to convey meaning.
C1
C2
The title of the piece is appropriate in that it signals the themes explored throughout the narrative.
Text is sophisticated and coherent in the:
o creation of a sympathetic character (Blake);
o building of the narrative around food and the metaphorical significance of the food that the character of Blake
eats at different stages of the narrative;
o use of short sentences within an economical structure which displays a level of effective planning;
o use of rhetorical questions to reveal Blake’s self-doubt and feelings;
o character of Gary being revealed slowly and sparingly.
Text uses textual, structural and conventional features of narrative:
o minimal use of direct speech;
o establishes the setting of the café as a place of refuge and comfort;
o effective use of the food motif to represent change and growth;
o slow building of the character of Gary (name only in the first paragraph to a description of his face and finally
the reassurance he gave to Blake when providing an alternative food choice).
Accuracy, clarity, and fluency of expression.
Appropriate form and register for audience and purpose.
Writing is fluent and mostly precise using appropriate style and structure.
Meaning within the text is complex and is communicated in an economical way. The reader is positioned to show
sympathy to Blake because of her vulnerability.
Page 2 of 4
Stage 2 English Studies student response
Ref: A208849 (August 2012)
© SACE Board of South Australia 2012
Performance Standards for Stage 2 English Studies
A
Knowledge and
Understanding
Analysis
Application
Communication
Knowledge and understanding of
a wide range of ways in which
authors use stylistic features and
language techniques to
communicate complex and
familiar ideas, and to influence the
reader’s response.
Analysis of complex connections
between personal experiences,
ideas, values, and beliefs, and
those explored in familiar and
unfamiliar texts.
Use of a wide range of language
skills and techniques to create
sophisticated and coherent texts
that address the meaning and
intention of the task.
Fluent and precise writing and
speaking, using appropriate style
and structure for a range of mainly
unfamiliar audiences and contexts.
In comparative exercises, a
perceptive analysis of
connections between texts,
based on analysis and synthesis
of similarities and/or differences.
In comparative exercises, a
perceptive recognition of
connections between texts,
through responses that integrate
discussion of texts and move
easily between them.
Detailed knowledge and
understanding of the ideas,
values, and beliefs in familiar and
unfamiliar texts.
Knowledge and understanding of
the ways in which creators and
readers of familiar and unfamiliar
texts use a range of textual
conventions to make meaning.
Perceptive analysis of a range of
ways in which authors use
language techniques to
influence opinions and decisions
in familiar and unfamiliar texts.
Appropriate use of form and
register to convey mostly complex
meaning in a range of unfamiliar
contexts.
Detailed and appropriate use of
evidence from texts to support
responses, with textual
references incorporated fluently
in discussion.
Skills in using the textual,
structural, and conventional
features of text types for a range
of familiar and unfamiliar
contexts, audiences, and
purposes.
B
Knowledge and understanding of
the ways in which authors use
stylistic features and language
techniques to communicate
complex and familiar ideas, and to
influence the reader’s response.
Analysis of some complex
connections between personal
experiences, ideas, values, and
beliefs, and those explored in
familiar, and some unfamiliar,
texts.
Knowledge and understanding of
some ideas, values, and beliefs in
familiar, and some unfamiliar,
texts.
In comparative exercises, a
clear analysis of connections
between texts, based on
analysis of similarities and/or
differences.
Knowledge and understanding of
the ways in which creators and
readers of mainly familiar texts
use some textual conventions to
make meaning.
C
Knowledge and understanding of
a narrow range of ways in which
authors use stylistic features and
language techniques to
communicate mainly familiar
ideas, and to influence the
reader’s response.
Knowledge and understanding of
some ideas, values, and beliefs in
mainly familiar texts.
Knowledge and understanding of
some of the ways in which
creators and readers of a range of
familiar texts use textual
conventions to make simple or
factual meaning.
Page 3 of 4
Use of a range of language skills
and techniques to create clear
and coherent texts that address
the meaning and intention of the
task.
Mostly fluent and precise writing
and speaking, using appropriate
style and structure for a range of
mostly familiar audiences and
contexts.
In comparative exercises,
recognition of connections
between texts, through
responses that compare and
contrast texts in an integrated
way.
Appropriate use of form and
register to convey complex and
simple meaning in a range of
familiar and unfamiliar contexts.
Analysis of a range of ways in
which authors use language
techniques to influence opinions
and decisions in familiar, and
some unfamiliar, texts.
Appropriate use of evidence
from texts to support responses,
with textual references
incorporated in discussion.
Analysis of simple connections
between personal experiences,
ideas, values, and beliefs, and
those explored in familiar texts.
Use of language skills and
techniques to create texts that
address the meaning and
intention of the task.
Generally fluent and functional
writing and speaking, using
appropriate style and structure for
familiar audiences and contexts.
In comparative exercises,
analysis of connections between
texts, based on some
understanding of similarities
and/or differences.
In comparative exercises,
recognition of some connections
between texts, through
responses that compare and
contrast texts, usually in a
sequential rather than an
integrated way.
Appropriate use of form and
register to convey simple meaning
in a narrow range of familiar and
unfamiliar contexts.
Descriptive analysis of a number
of ways in which authors use
language techniques to
influence opinions and decisions
in familiar texts.
Skills in using some of the
textual, structural, and
conventional features of text
types for a range of mainly
familiar, and some unfamiliar,
contexts, audiences, and
purposes.
Competent use of evidence from
texts to support responses, with
some use of textual references
in discussion.
Skills in using some of the
textual, structural, and
conventional features of some
text types for familiar contexts,
audiences, and purposes.
Stage 2 English Studies student response
Ref: A208215 (August 2012)
© SACE Board of South Australia 2012
D
Knowledge and
Understanding
Analysis
Application
Communication
Knowledge and restricted
understanding of some simple
stylistic features and language
techniques used by authors to
communicate mainly familiar
ideas, and to influence the
reader’s response.
Reference to simple connections
between uncomplicated
personal experiences, ideas,
values, and beliefs, and those
explored in familiar texts.
Use of some language skills and
techniques to create texts that
partly address the meaning and
intention of the task.
Achievement of a level of fluency
in writing and speaking, in a
mainly appropriate style.
Knowledge and understanding of
some familiar ideas, values, and
beliefs in familiar texts.
Knowledge and understanding of
a restricted number of ways in
which creators and readers of a
narrow range of familiar texts use
some textual conventions to make
simple or factual meaning.
E
Knowledge and understanding of
a restricted range of simple
stylistic features and language
techniques used by authors to
communicate familiar ideas, and
to influence the reader’s
response.
In comparative exercises,
answers that make partial
comparisons and contrasts.
Reference to some ways in
which authors use a range of
language techniques to
influence opinions and decisions
in familiar texts.
In comparative exercises, some
awareness of connections
between texts, through partial
responses that mainly deal with
texts separately.
Occasionally appropriate use of
form and/or register to convey
simple meaning in familiar
contexts.
Some use of evidence from texts
to support a response, with use
of a narrow range of textual
references.
Skills in using some of the
textual, structural, or
conventional features of a text
type for a familiar context,
audience, or purpose.
Recognition of a simple
connection between a
straightforward personal,
experience, idea, value, or
belief, and that explored in a
highly familiar text.
Identification of an idea, a value,
or a belief in familiar texts.
In comparative exercises,
answers that make a simple
comparison or contrast.
Knowledge and understanding of
the ways in which a creator or
reader of a highly familiar text
uses textual conventions to make
factual meaning.
Reference to the way in which
an author uses language
techniques to influence opinions
and decisions in a highly familiar
text.
Attempted use of a restricted
range of language skills and/or
techniques to create a text or
texts that attempt to address the
meaning or intention of the task.
In comparative exercises,
identification of limited
connections between texts,
through fragmented responses
that deal with texts separately.
Emerging development of fluency
in an occasionally appropriate
style.
Occasionally appropriate use of
form and register to convey literal
meaning in highly familiar
contexts.
Restricted use of evidence from
texts to support a simple
response, with limited textual
reference.
Skills in using the textual,
structural, or conventional
features of a text type for a
highly familiar context, audience,
or purpose.
Page 4 of 4
Stage 2 English Studies student response
Ref: A208215 (August 2012)
© SACE Board of South Australia 2012